The Dignity Debate

e: to whom do children belong? Here we will consider the problem of the relationship between parents, children, and the government. Who exactly do children "belong" to? Who has more rights over them - the parents or the government? When does the government have the right to remove children from their families? Here we will present some shocking examples from Norway showing that the government should not exceed its powers. Children are first of all brought up by their parents, and it should not be so easy to put them in institutions. We will also refer to Plato, who claims that the government should raise and educate children. This conception will be shown to be immoral and unjustifiable.
The second chapter deals with sex/sexual education. The position that children's education should be centrally planned and parents should only follow this planning is clearly seen in the practice of sex education. This is an education that supposedly focuses on human biology, but, in fact, it is mainly concerned with the propaganda of the so-called LGBT communities and imposed tolerance towards these people. Projects to conduct sex education in kindergartens in some European countries are outrageous- typical examples are Germany and Sweden. We will show that children cannot be subjected to such an experiment because they possess a fragile psyche. Sex education as we see it today will only lead to more early pregnancies and mass fornication. This type of education should be banned below the age of 13 (when children are already entering their teenage years).
The third chapter is focused on homeschooling as an alternative way to educate our children. One of the options for opposing this violent imposition of the liberal worldview is precisely homeschooling. Here we will look at what are the advantages and disadvantages of this education. Homeschooling is a good option for parents who do not trust educational institutions. However, these parents must be well prepared in advance and undergo special training while their children are still young. We must note that this education shows some shortcomings.
Another chapter concerns patriotic education. Children today learn to be tolerant of all the cultures that are present in the life of this country. That is wonderful, but where is patriotism, or love of Fatherland? These children will be cut off from their family environment, from their roots. It is time for patriotic education to return to school as it was during the Cold War.
Here we should also mention the need for more vital religious education in school. Let those children who want to learn about the God of Christians do it. This should be entirely of their own free will and without causing harm to other children. America is a Christian country and that should not be forgotten; history cannot be changed.
The problem of the media is the subject of the last chapter. Today, the media enjoys almost complete freedom to spread whatever it wants. Where is its responsibility for what it shows? What is its impact on children? How do violence and erotic elements affect children's minds? We will analyze these issues. We will prove that stricter control of the media is necessary from the point of view of proper upbringing. Movies with excessive violence or eroticism should not be allowed on television or in movie theaters at all. It is high time we ended this radicalization of the media and made it clear where the red line is.